How do perceptions of virtual worlds lead to enhanced learning? an empirical investigation

Chee Wei Phang, Atreyi Kankanhalli

Research output: Contribution to conferencePaperpeer-review

20 Citations (Scopus)

Abstract

Virtual worlds are receiving increasing attention as a promising technology to engage students in learning. However, the use of these technologies for educational purposes is currently hampered by a lack of understanding of how better learning can be achieved in such environments. Thus motivated, this study uses the lenses of flow and social translucence of technology theories to model the individual and technology-related perceptions that influence learning outcomes. Our results show that better learning is associated with learners' flow experience variables, concentration and enjoyment as well as a sense of presence, social and telepresence in the virtual world. Further, the flow experience variables are influenced by the social and telepresence felt by participants, directly or indirectly via social norms. Unique to the virtual world environment, the three-dimensional realism experienced by learners is important in shaping their presence perceptions. The findings provide implications for both research and practice in this area.

Original languageEnglish
Publication statusPublished - 2009
Externally publishedYes
Event30th International Conference on Information Systems, ICIS 2009 - Phoenix, AZ, United States
Duration: 15 Dec 200918 Dec 2009

Conference

Conference30th International Conference on Information Systems, ICIS 2009
Country/TerritoryUnited States
CityPhoenix, AZ
Period15/12/0918/12/09

Keywords

  • Flow
  • Learning outcome
  • Social norms
  • Social presence
  • Telepresence
  • Three-dimensional realism
  • Virtual worlds

ASJC Scopus subject areas

  • Information Systems

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